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Patana
NEWS
Friday 25th September 2020
Volume 23 Issue 6
www.patana.ac.th
MAKING THE TRANSITION
BY LORNA CONROY, SECONDARY ASSISTANT PRINCIPAL
Page 2 Also in this issue...
Everyone Can Create /Join the Fun Run!/Tigers’ Season 1 Starts 25/09/2020
Bangkok Patana School News
Bangkok Patana is a not-for-profit IB World School accredited by CIS
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Making the transition
Lorna Conroy, Secondary Assistant Principal, Student Welfare
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hen I look back over my time on this planet I can pinpoint key moments when my life changed considerably: when I left school and started university, when I finished university and entered the world of work, when I got married, had children, moved house, moved countries. Life is full of transitions and here at Bangkok Patana we aim to support students through the transition points in their education and help them develop the skills they need so that they can successfully manage transitions and cope with change in the future. Managing change and uncertainty is perhaps more important today than it has ever been. The world is changing rapidly and we are preparing students for a life that cannot be predicted. Who would have even imagined only 12 months ago how the world would be today?
pressed with their determination, maturity and positivity. I was therefore very interested to find out what it had been like from their perspective.
Despite missing out on the usual transition activities at the end of Year 6 due to school closure, the Year 7s have made a fantastic start to Secondary. In the space of just a few days they had worked out the route from each lesson to the next, learnt the names of their new classmates and teachers, mastered the art of buying food at the snack bars, noodle bar and canteen, overcome the challenge of correctly using lockers, identified where to top-up their snack cards, formed their tutor group identity and designed their notice board and, for some the most challenging – they worked out where to go for PE. We have been so im-
The final Year group to start a new phase are the Year 12s. For them the change has been substantial: no more school uniform, the use of the Senior Studies place and its vending machine, non-contact time (free lessons), a smaller number of subjects, the introduction of TOK, CAS and EE, and a depth of learning far greater than before.
The Year 10s have also started a new phase in their educational careers as they begin their iGCSE courses. Moving from the relative comfort of Key Stage 3, where they have been taught as a tutor group in many subjects and where there aren’t any external exams, into completely new classes with different classmates and learning subjects where they will sit (I)GCSE assessments. After a few last minute swaps of subjects things settled down and the students are now six weeks into their courses. They all seem to be coping well – but again I was interested to find out what they thought.
From my perspective all seems to have gone pretty smoothly for the 479 students who have made a transition this year. But I wanted to know how it was from their perspective – so I asked them.
BEFORE THE TRANSITION Firstly, I asked what they were most concerned about before they made the transition. There were some common themes: uncertainty, anxiety over workload, excitement and pressure. I was really worried about meeting so many new people. - Year 7 student I thought I was going to get lost and not know what to do. - Year 7 student I felt quite anxious and nervous coming back after quarantine because we were starting our iGCSEs and I put myself under a lot of pressure. - Year 10 student I felt mostly excited - I had heard so much about how much more freedom you had and how being able to choose your own subjects made school more fun in some 2
Bangkok Patana School News
ways but I had also heard a lot about the increased workload and more frequent assessments. - Year 10 student I was worried about the workload as I have heard about how heavy it was. Year 12 student I was worried about the difficulty of the different subjects and the workload. Year 12 student
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IN THE TRANSITION PERIOD I then asked what has made the transition easier for them. The treasure hunt was really fun and helped me learn my way round. - Year 7 student When I became anxious my friends really helped me. - Year 10 student If I was ever struggling, I knew I could reach out to my teacher for support’. Year 10 student
The counsellors really helped me. - Year 12 student Speaking to students in older year groups really helped. - Year 10 student For the newer subjects the teachers were helpful and have guided us through the first few phases of the syllabus. - Year 12 student
I then asked what they are now enjoying about Year 7, 10 and 12 now that they have made the transition. ‘Year 7 is fun.’ Year 7 student ‘Its fun having so many different teachers’ Year 7 student ‘In year 10, we get to study topics in detail with everyone engaged in the same topic.’ Year 10 student ‘In year 10 we get to do less subjects and focus more on the subjects we love’ Year 10 student TRANSITION ADVICE
Teachers trust us more and give us more responsibility allowing us to develop these skills. - Year 12 student You get to study in the subjects you truly care for now. - Year 12 student You get treated much more like and adult. Year 12 student
Finally, I wanted to know what advice they have for other students who are about to make the transition Don’t worry the teachers are really nice and help you find your way around. You will settle in quickly - Once I started, by the first week it hardly felt like I left at all. Your teachers are always happy to provide you with any guidance and support you need – talk to them.
Though easier said than done, don't stress! Everyone is in a similar situation of 'transition' and being given more responsibility so do reach out to your peers if you are worried about anything. The transition is just like a shuffle in your timetables, nothing huge.
There are plenty of teachers who can support you both mentally and academically. Change is an essential part of life but learning how to embrace it in a calm and positive manner does not always come easy. As human beings we are often afraid of new experiences and can be anxious about uncertainty. Here are Bangkok Patana we strive to support all of our students through these transitions and help them develop the skills they need to enjoy the numerous transitions that they will experience in the future. “It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.”
“Change is the law of life and those who look only to the past or present are certain to miss the future.” John F. Kennedy
Anonymous but commonly misattributed to Charles Darwin
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Tigers’ Season 1 Starts in Earnest; Tennis is Back in Action Lily-Anne Boucher, 10M and Coach Dan Ahl, Head Tennis Coach
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ennis is back in action as the Under 15 players went up against NIST for the first match of the new season. Although the games were friendly, everyone gave it their best effort. This was followed a day later by the Under 13 and Under 15 BPS invitational doubles. Since rain delayed the start the scoring was changed to play
tiebreaks in order to finish the event. Year 10 players Rainer Schestak and Felipe Blanco narrowly lost in the final of the Boys’ Under 15 event to a National team Under 14 player and his partner whilst Parit (Pete) Leenabanchong and Akkharat Andrew) Watcharananan suffered a similar fate in the Boys’ Under 13.
Girls’ Varsity Football Take on ISB Janelle Lourdes de la Cruz, 12T
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he Girls’ Varsity Football team had an 11-aside match against ISB early into our season. Going into the match, we were excited to play since it had been a while for some of us since we had played 11-aside. In addition, we were up against ISB, a solid team to play against. We started the game off strong, with a lot of through balls and shots on goal. Our hard work and continuous eventually translated into a goal in the first third.
fensively, we had a continuous and fast attacks while the defense managed to contain the ISB strikers and only limit them to two attempts at goal. Thanks to all our teamwork and spirit, the game ended 1-0. Overall, it was great to get an 11-aside match early into our season in preparation for our 11-aside tournament next month, we’re all looking forward to playing our upcoming games. Go Tigers!
Throughout the game, we continued to press and fight to maintain the lead and perhaps even score another. Of4
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Young Team on the Volleyball Court GIRLS’ VARSITY Clara Boucher 13B he Varsity Girls' Volleyball team had their first game against NIST last week after several months away from the court. With several Senior members graduating last year, we have a much younger team this year and we were all quite unsure what to expect.
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After battling it out on the court, we unfortunately lost in 3 sets with the final score being 25-18, 25-22 and 25-17. Although we may not have won, everyone played extremely well and fought hard against a very experienced team. It was really encouraging to see the younger players compete and build their confidence by getting lots of play time on court. We have a busy season ahead and are looking forward to growing and improving as a team! BOYS’ VARSITY James Broadhurst, 13F his game was the first for the Varsity Boys’ this season and highlighted many important things to work on as a team, especially since we are new. It was an opportunity to test out different positions and measure team chemistry. Although this does need some work, our fundamentals which we worked on in training, were reflected in our playing as we are able to get solid receives to the setter. What we need to improve upon is our general sense of awareness, however, due to the team being new, this is expected and will only improve from here on out. We were able to generate attacks, but our consistency needs to improve. Despite the loss, the match showed us the importance of teamwork and control in high pressure situations.
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ere h r e t Regis
Register online here
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Exploring the Wonderful World of Chocolate in Year 4
David Walton, Leader of Learning and Welfare, Year 4 and Dominque Chandler, Leader of Learning and Curriculum, Year 4 ouldn’t it be amazing if chocolate grew on trees? best way to make hot chocolate and melting marshmalWell, Year 4 are discovering that it does! lows. It was a yummy treat! The next activity looked at combining different materials to create chocolate themed Throughout this exciting, mouth-watering theme, Year 4 playdough, which was then used to create innovative students will explore the different ways in which chocolate chocolate sculptures. Through mindfulness, the students has impacted or world. They will learn about the history of tasted and analysed chocolates, blind folded, with varychocolate making and the culture of the Mayans and the ing amounts of cocoa and flavours. Alongside the mindAztecs, about fair trade, and have an opportunity to make ful tasting, they also went back in time and learnt how to their own chocolate and design packaging to promote make Aztec hot chocolate. It was certainly an acquired their flavoursome treat. taste! The final activity involved becoming ‘Cookie Quality To launch this extravaganza of chocolate the students Controllers’ as they had to carefully map out and excavate heard Michael Rosen perform one of our favourite po- chocolate chips from cookies. This led to some mathematems ‘Chocolate cake’ and then were launched into Roald ical analysis as Mr Wonka wanted to know if his cookies Dahls world of chocolate at Mr Wonka’s Chocolate were consistent. factory. Surprise guests from the famous story shared the This exciting start to the theme of chocolate has sparked moment they entered Willy Wonka’s wonderful choco- the enquirers within our Year 4 students and they are allate filled world. Mr Wonka then challenged them to ex- ready posing deep and interesting questions about chocplore chocolate in four different ways through play-based olate that will drive their learning throughout Term 1. learning. A huge thank you to the students and staff that supported As scientists they led a hot chocolate investigation, by this explosive start to the Year 4 learning theme. leading a fair test. They predicted and then found out the
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CAT Corner Upskill Donates Second-Hand Technology to School in Need Risako Kusumoto, 13K
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pskill is a CAT Club dedicated to donating second-hand technology to those who are unable to afford it. This is done through charities that support this type of donation and disperses it to those in need. We collectively believe that everyone deserves to have a right to have technology, especially as the world develops, within educational systems. This belief is the driving force behind our visits to the Pong Ploy school. During these visits, several of our senior study students are able to teach scratch to the children at the school, increasing their knowledge in computing and widening their creativity through technology. Although in the current situation we are unable to go, we hope that future Senior Studies students within our club are able to teach at the Pong Ploy school and open their eyes to the vast possibilities of technology.
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#Everyone Can Create - Primary Technology Max Hopwood, Primary ICT Leader of Learning
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uring the course of 2019/20 the Primary ICT team spent a lot of time discussing and researching the best uses of technology in international schools around the world. During this process, we identified a need to refocus our technology use on student creativity. We wanted to give our students more opportunities to express their knowledge and understanding in innovative and creative ways. We are pleased to be sharing with you our new ICT Vision and Mission statements, and how we envisage students and staff using technology in the Primary School in the coming years.
#EveryoneCanCreate and make authentic links to our already strong curriculum. This initiative puts creativity at the heart of what students do with technology. Moving them away from passive consumers of online information, to instead become active creators of digital artifacts of their own. This switch from consumption to creation also enables far greater student agency and information literacy, increasing key skills of information curation, evaluation and interpretation.
Using pen enabled devices, teachers and students can augment their learning experiences throughout the curriculum. The easy to use, intuitive programs and devices VISION We enable the creative use of technology for communi- allow students new opportunities to practice transferable cation, exploration and innovation, so all students master collaboration and communication skills which are key in meaningful and transferable skills for a prosperous digital an interconnected digital environment. Once satisfied with their creations, the students are also able to share future. their thoughts and publish their knowledge and understanding to a wider audience. MISSION To achieve this, students are taught how digital systems work and how to utilise pen-enabled mobile technologies to complete a wide range of creative, media-rich projects with authentic links to the entire range of Primary School disciplines.
After successful trials in Key Stage 1, where Year 1 and Year 2 students used iPads to create animations, videos and other media rich presentations, the decision was made to further this initiative into years three, four and five. Patana has a history of being a technology rich school To facilitate this transition a number of things have hap- and these tools are increasing our ability to expand the pened over the summer and will continue into the new students' experiences and this tradition. academic year. The Primary ICT curriculum is broken down into four main strands of learning. Digital Literacy, Computer Firstly, we have bought and distributed 252 iPads, 128 Apple Pencils (KS2), 40 Logitech Crayons (KS1), along Science, Information Technology and Digital Citizenwith class sets of Bluetooth keyboards and mice for the ship. These strands also dovetail neatly with the seven Primary School. This means all students and class teach- ISTE Standards for Students. The International Society ers in Years 1-5 have regular access to a pen-enabled for Technology Education (ISTE) is an internationally respected organisation which publishes research and literatablet for learning. ture on technology use in schools. Knowing we are in line Secondly, we have started a teacher professional learn- with this organisation and also choosing the best from the ing program in conjunction with Apple Education Asia to likes of both Apple and Google, gives us confidence that help spark creativity between colleagues and share best our students are getting a fantastic start in their technology practices with these tools. All this allows us to incorpo- education here at Bangkok Patana School. rate and adapt elements of the Apple Education initiative 8
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Kart Championship of Thailand Awards Maarten Vliegen, Parent
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ue to COVID-19, the awards ceremony of the Kart Championship of Thailand 2019 was delayed until September 2020. We would like to congratulate Nandhavud (Jem) Bhirombhakdi (9G) who received the First place trophy and Taiyo Vliegen (7M) with the Second place trophy and finally got to take them home!
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Help Traffic Flow: Use the New Car Park
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angkok traffic is notorious and with the latest heavy rains it is even worse. Please help us by (If you have a driver, please give them this info):
• Using the new car park on Lasalle soi 35. Enter on Soi 35 and exit on Soi 37 • Cars need a blue Patana parking sticker to enter, this is the family pass you use to enter the Sports Complex parking. If you do not have one please contact reception@patana.ac.th • Do not park on the school side of the road and the PTT parking area next to the school, there will be police checks. • The school will allow parents/drivers in Nursery and Foundation Stage to come on the campus at 1.30pm while other parents/drivers can come on the campus at 2.00pm. • If you are on the far lane and would like to make a left turn into the front of the school, please make sure you use your signal. This prevents accidents, which further clog the traffic. Let’s all be good neighbours in our community!
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#158: Favourite Chrome Extensions Series - #2 Distraction Free For YouTube T
his week’s Chrome extension is great if you regularly lose yourself down a YouTube ‘rabbit-hole’. The ‘YouTube-super-computer-algorithm’ pointing at your brain is really good at suggesting videos you want to watch next and, before you know it, hours of your life have whizzed by and you’re watching something completely un-related to what you started on. This Chrome extension, called DF Tube (Distraction Free for YouTube™), easily removes the suggested videos feed on the right hand side and disables the comments. We install this Chome extension by default in the Chrome browser for all our Patana students when they are logged into their Patana Google account. I highly recommend you give it a try. Watch below a short video of one of our Student Digital Leaders explaining how useful it is:
Happy ‘I am in control’ viewing.
Brian Taylor Assistant Principal, Campus Curriculum Technology Integration
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UNI COUNSELORS’ CORNER
Finding Balance
Kevin Keller, Head of Careers and Universities
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lobal application rates to universities have skyrocketed over the last decade, most noticeably in the popular destinations of the United Kingdom, Canada and the United States. In turn, acceptance rates are at an alltime low, which adds additional stress to students as they try to differentiate themselves from every other applicant. The dedication that some students show to ticking every possible box on a university application can lead to a loss of balance in their personal and academic lives, which can be very detrimental to their emotional and physical health and ultimate academic success. Depending on the country they are applying to, a student may need to focus on one or several aspects of their personal profile to demonstrate to universities they are ready for an offer of admission. While universities in the UK may have very direct academic requirements for students, they also want to see a dedication to an applicant’s course of choice. In Canada, much of the decision is made on the transcript of grades alone. In the USA, applicants are expected to achieve at the highest levels in the classroom while engaging in a diverse list of activities across a variety of areas. While students should be aware of the requirements of each university on their list, they should also be keen to find balance among their interests and obligations. An applicant to Canada should remember to balance the importance of academics with hobbies or activities that allow them to stay healthy and clear their mind. An applicant to the US should remember to prioritise their academics, school-based and community-based activities in equal measure and in a way that is still enjoyable to them. An applicant to the UK, while still focusing on academic achievement and dedication to their course of choice, can still engage in activities unrelated to what they’d like to study at university. Finding balance is very important for a student’s physi-
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cal and emotional well-being. An applicant never really knows if one thing or another on their personal statement, CV or academic transcript truly made the difference as to whether or not they were accepted to university. CAS, in the IB, is one area that can be particularly helpful in assisting students find the stability necessary to maintain personal wellbeing and be a successful university applicant. Students are asked to engage in a plethora of activities throughout the academic year but with a level of customisation that encourages thoughtful assessment of personal interest and obligations with the need for an excellent university CV. It’s also important to fit in quality sleep and leisure time to perform to the best of your abilities. While it may be controversial for the Head of Careers and Universities Counselling to encourage students to take enough leisure time, a balanced student will find that many of the activities that would build a strong university application will feel like leisure time. If it doesn’t, perhaps it’s time to investigate a new course of choice or activity of interest. Universities, especially the most selective, don’t want students who are manipulating their interests, ideas and activities into something they believe a university wants to see. Instead, they want genuine applicants to are true to themselves as they are the most likely to transition with ease and thrive in an environment they naturally feel a part of. The most successful students are the students that have demonstrated their ability to follow their interests, embrace their passions and are open to finding the support they need, whenever they need it. The personal and academic well-being that comes along with achieving a sense of balance and maturity will be an expectation of any university for all of the reasons mentioned above and irrespective of destination, it’s never too early to start practising.
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In the Spotlight... Reed College, USA
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eed College in Portland, Oregon in the USA, was set up in 1908 as reaction to the model of the typical Ivy League schools, it is non-sectarian, coeducational and egalitarian and has no exclusive social clubs, fraternities or varsity athletics – devoting itself primarily to academics. The teacher student ratio is 10:1 and all first-year students are required to take a humanities course to give them a grounding in the Classics. There is also a de-emphasis on grades at the university with a more narrative style of assessment. The college offers five humanities courses, 26 majors, 12 interdisciplinary majors and six dual-degrees offered with other institutions. Academics are divided into Arts, History and Social Sciences, Literature and Languages, Mathematics and Natural Sciences and the Division of Philosophy, Religion, Psychology, and Linguistics. The school has earned a reputation for a high level of academic achievement producing over 100 Fulbright Scholars, 67 Watson Fellows, 2 MacArthur Fellows, and 32 Rhodes Scholars to its name, surprising given the small student body; there are less than 1500 undergraduate students each year. Steve Jobs attended Reed but did not graduate. Notable alumni include designer Emilio Pucci, Chef James Beard, musician Ry Cooder, journalist Barbara Ehrenreich, among many others.
University Visits UNIVERSITY/COLLEGE
COUNTRY
LOCATION
DATE
Manhattan College, The College for Creative Studies Knox College
USA
25.09.2020 9.15am
USA
Michigan State University
USA
Pitzer College
USA
York College of Pennsylvania, Dickinson College George Washington University
USA USA
College of the Holy Cross
USA
Monash University
Australia
2nd Floor Senior Studies 2nd Floor Senior Studies 2nd Floor Senior Studies 2nd Floor Senior Studies 2nd Floor Senior Studies 2nd Floor Senior Studies 2nd Floor Senior Studies 2nd Floor Senior Studies 2nd Floor Senior Studies
Nagoya University of Commerce Japan and Business
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28.09.2020 9.15am 30.09.2020 9.15 am 6.10.2020
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7.10.2020
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14.10.2020 7.15 am 14.10.2020 9.15 am 30.10.2020 12.30 pm
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STUDENTS SPEAK Different Types of Cicadas and their Adaptation Ena Hashimoto, 12Z and Jiwon Yoo, 12D
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his article is about the different types of cicadas (periodical and annual cicadas), their characteristics, and how they adapt to different habitats. Why do cicadas not emerge every summer in the United States unlike in Asia? Find the answer by reading this article!
cies have similar above-ground life cycles. After emerging, males cluster in groups and produce loud sounds for around 2 weeks to attract females to mate with. After mating, female cicadas excavate furrows in tree branches and deposit their eggs. Over the next month, each female can lay from 400 to 500 eggs. The larvae hatch, drop to Firstly, where did cicadas originate from? Paladeontinoi- the ground and burrow beneath the soil again and begin dae is an extinct superfamily of cicadomorph which is the feeding on roots under the soil. Depending on the species, infraorder cicadas belong to. Paladeontinoidae is known the year that each brood will emerge is easily predicted as giant cicadas (their forewings reached 57 to 71mm by counting forwards 17 (periodical) or 1 or 2 (annual) when average periodical cicadas are about 24 to 33mm years from their last emergence as this is their cycle length. long from top to bottom) and they existed in Eurasia and Periodical cicadas, mostly present in America, emerge South America during the Jurassic or Lower Cretaceous earlier in the year from April to May. They generally apperiod. The early paladeonitids had short and broad hind- pear in much larger numbers than annual cicadas making us able to hear their stridulation from miles away. Annual cicadas - which we are more familiar to - emerge every July and August. They have a difference in physical appearances and life patterns too. Adult annual cicadas have black, green patterned bodies, transparent silvery wings and black or
brown eyes with double the size of the periodical cicadas, wings, which shows that they were fast but moderately whilst adult periodical cicadas have black bodies, transversatile fliers. On the other hand, later paladeonitids had parent yellow wings and red eyes. In addition, periodical smaller and narrower hindwings which indicate that they cicadas have highly synchronized life patterns and live up were highly versatile and could fly with a wide range of to 17 years; annual cicadas have life patterns that aren’t speeds and agility similar to modern wasps. We can say synchronized, making some of them emerge at a different that they were the first cicadas and originate from a variety time to others, and have life spans up to only 2 to 5 years. of places not just from a specific area. Read the rest of this article on Scientia Magazine here Today, there are two major species that cicadas can be categorized into: periodical and annual. Both spe16
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The Future Is Now - Cyborg Cockroaches
OR, WHAT YOU CAN CURRENTLY DO WITH MODERN NEURAL ENGINEERING IN YOUR BACKYARD SHED Tanakrit (Ike) Sintavanarong, 12C few weeks ago, I came across a peculiar marvel and attach electrodes to. This sounds really wrong, even of engineering whilst trawling through the internet in context. – or in layman’s terms, while I was mindlessly watching Step 2: Buy some electrodes, wires, a microprocessor YouTube for want of something to do to alleviate my bore(or a breadboard, if you fancy watching your poor cockdom, when suddenly I found a rather intriguing video on roach lugging around fifty breadboards worth of wires robot cockroaches. and logic gates you sick person), and some glue. Now, I know what you must be thinking. Robot cockStep 3: Conduct highly invasive and frankly quite disroaches? That simply absurd. I assure you, however, that it is not. With the current standards of neural engineering: a turbing surgery on the cockroach after anesthetising it with breadboard and some wires and an electrode, you too cold water and ice. I’m kidding. It isn’t that disturbing. How can assemble your very own robotic cockroach, free to do we conduct this horrifically invasive surgery you might ask? I’m not telling you. Did you really think I would exbe commanded at your leisure. plain in graphic detail how you might lobotomise a cockOf course, we can’t forget about the judicious applica- roach on a school magazine? tion of glue to the cockroach to bring all of its cybernetic The details can be found on the links on the website here components together. Isn’t this fun? – which coincidentally happen to be the links I used for my This is it, the world’s most advanced cyborg: A micro- research, saving me from needing to write out a bibliograprocessor glued onto the back of an unwitting cockroach phy. Convenient, huh? in some poor schmuck’s backyard attached to a bunch of P.S: Please don’t take what I say seriously, especially electrodes and wires feeding into the cockroach’s central about the graphic surgery. I don’t want the secret police to nervous system. Really makes you feel bad, huh? show up at my house and take me away to special interOf course, we can’t forget the judicious application of rogations. Please. The surgery is actually quite tame, and glue to help combine all of our parts into the marvel that is completely PG to watch. the roboroach.
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If you were wondering how you might go about conducting highly invasive surgery on some poor cockroach, then here’s a list of materials you will need to obtain. If you were wondering how you might go about conducting highly invasive surgery on some poor cockroach, then here’s a list of materials you will need to obtain. Step 1: Get a cockroach. Wow. I know. It doesn’t take the sharpest crayon to realise that in order to make a cyborg roach, you actually need a cockroach to lobotomise 25/09/2020
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STUDENTS SPEAK Rapping in Space Garam (Momo) Lee, 5W
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n Year 5 we have been exploring space and the solar system. We researched the Italian astronomer Galileo and his discovery that the solar system is heliocentric and not geocentric. We also learned about the Space Race and the first people to travel into space and to the moon. This rap poem provides some useful facts about the interesting planets in our solar system, and it will help you to remember their order from the sun. Mercury is where you’ll be closest to the sun in the whole galaxy, Venus has the hottest days of all the planets in the milky way, Earth has so much love to give, and that’s the reason it’s where we live, Mars is red and has two moons, people could be living there very soon, Jupiter is huge and gold, it’s moving even faster than Usain Bolt, Saturn has such pretty rings – made of ice, rock and some other things, Uranus is full of ice, the only planet that can spin on its side, Neptune is real far away, it’s the furthest from the sun’s solar rays, Pluto is a dwarf, it’s cute, but now it isn’t even part of the group.
Contact scientia@patana.ac.th Check out the latest articles online here
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Desert Island Discs With Divyansh Jain, Senior Delegate
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his column follows in the style of the famed BBC podcast which features a celebrity every week – here we feature our own Bangkok Patana celebrities! What eight songs, one luxury item and one book would you take with you if you were stuck on a desert island? Today Divyansh Jain, Senior Delegate, is stuck on a desert island. DIVYANSH, IF YOU WERE STUCK ON A DESERT ISLAND WHAT EIGHT PIECES OF MUSIC WOULD YOU WANT TO HAVE WITH YOU? Intentions – Justin Bieber featuring Quavo Cheerleader – OMI and Felix Jaehn Five More Hours – Deorro and Chris Brown Can’t Say – Travis Scott Bad and Boujee – Migos featuring Lil Uzi Vert White Iverson – Post Malone Listen to Divyansh’s playlist here
Trap Queen – Fetty Wap Middle Child – J Cole
PICK ONE LUXURY ITEM YOU WOULD WANT TO HAVE WITH YOU. THIS ITEM MUST BE INANIMATE AND OF NO USE IN ESCAPING THE ISLAND OR ALLOWING COMMUNICATION FROM OUTSIDE. Functional basketball court with a gym WHICH ONE BOOK WOULD YOU WANT TO HAVE WITH YOU? The Organized Mind by Daniel J. Levitin Catch the real Desert Island Discs on BBC. Now that you are stuck at home, what are you listening to? Have a list of your own? Let us know! Contact SHKN with your favourites.
Check the calendar! Thursday 19th and Friday 20th November are not school holidays! 2020/21 CALENDAR 25/09/2020
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